Disillusionment and the American Civil War: Confederate Women and Changing Self-Perceptions

Confederate females in the antebellum South viewed themselves in light of the ideology of Southern womanhood, a series of gender norms that outlined their proper place in the home and society. The Civil War upended the social structure supporting Southern womanhood and challenged female commitment to the Confederacy, as increasing hardships and suffering led to widespread disillusionment among Confederate females. Conventional interpretations of female disillusionment maintain that it represented continuity in antebellum self-perceptions, amounting to bitterness over the forced abandonment of their way of life and an ardent desire to return to normalcy. However, the focus on the overall continuity of Confederate women’s self-perceptions is a disservice to the historical record, as it overlooks the important shifts in sense of self that did occur near the end of the war, even if they were only temporary. This thesis seeks to further explore the ways in which female disillusionment marked an unprecedented split from traditional gender norms, most notably acceptance of the antebellum gender contract and the mandate on self-sacrifice. An analysis of Confederate females’ writings and actions near the end of the war reveals an awareness of the unsustainability of male patriarchy, sacrificial limits, and differing scales of disillusionment that exhibit a newfound selfhood through criticism of male incompetency, dramatic new behaviors, and voiced desires to throw off the limits of gender

Vol. 1 Ch. 5 Hopewell Topography, Geometry, and Astronomy in the Hopewell Core

https://ideaexchange.uakron.edu/encountering_hopewell/1004/thumbnail.jp

Connecting the Learning: 4-H Extension & Graduation Standards

The 1998 Minnesota Graduation Rule defines what students should master during their school years. Going beyond paper-and-pencil tests, the rule requires students to demonstrate what they can do as well as what they know. As the rule has been developed, teachers and school districts have been scrambling to adjust their programs to address the individualized learning requirements that emphasize experiential, project-based learning

Connecting the Learning: 4-H Extension and Graduation Standards

The 1998 Minnesota Graduation Rule defines what students should master during their school years. Going beyond paper-and-pencil tests, the rule requires students to demonstrate what they can do as well as what they know. As the rule has been developed, teachers and school districts have been scrambling to adjust their programs to address the individualized learning requirements that emphasize experiential, project-based learning

Annual Report for NERI Proposal No.2000-0109 on Forewarning of Failure in Critical Equipment at Next-Generation Nuclear Power Plants

This annual report describes the first year's accomplishments under the NERI2000-109 project. We present a model-independent approach to quantify changes in the nonlinear dynamics underlying time-serial data. From time-windowed data sets, we construct discrete distribution functions on the phase space. Condition change between base case and test case distribution functions is assessed by dissimilarity measures via L{sub 1}-distance and {chi}{sup 2} statistic. The discriminating power of these measures is first tested on noiseless model data, and then applied for detecting dynamical change in power from a motor-pump system. We compare the phase-space dissimilarities with traditional linear and nonlinear measures used in the analysis of chaotic systems. We also assess the potential usefulness of the new measures for robust, accurate, and timely forewarning of equipment failure